ChE 423 Session 3

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Engr. Tristan L. AbandoInstructor

• Formulating the clinical problem, reviewing the literature,and determining the research purpose

• Formulating the clinical problem, reviewing the literature,and determining the research purpose

The ConceptualPhase

• Selecting a research design, developing study procedures,determining the sampling and data collection plan

• Selecting a research design, developing study procedures,determining the sampling and data collection plan

The Design andPlanning Phase

• Collecting data and preparing data for analysis

• Collecting data and preparing data for analysisThe Empirical

Phase

• Analyzing the data and interpreting the results

• Analyzing the data and interpreting the resultsThe Analytic Phase

• Communicating results to appropriate audience

• Communicating results to appropriate audienceThe Dissemination

Phase

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Review of scholarly sources relevant to a particular issue, area ofresearch, or theoretical framework A synthesis of studieson any given topicIt analyzes reports of primary or original scholarship

Purposes of the literature review

Theoretical framework ofthe proposed study

Revealing Gaps

Current status of research Finding variables

Support the purpose ofyour study

Seminal works, leadingscholars

(Lunenburg, 2008)

to identify gaps in the research areato avoid reinventing the wheelto carry on from where others have alreadycompletedto identify other people working in the samefieldsto fathom the depth of knowledge of yoursubject area

Develops your understanding of theliterature in a field of studyA synthesisA critical analysis and narrativeCurrent (and historical if necessary)Defined by a guiding concept

Part of a larger research study (like athesis or dissertation), the literaturereview…

Sets the broad context of the studySets the scope of the study Justifies the scope and context of the studyEstablishes the theoretical framework Justifies the methodology of the studyMakes an argument

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information seeking: the ability to scan theliterature efficiently, using manual orcomputerized methods, to identify a set ofuseful articles and books

critical appraisal: the ability to applyprinciples of analysis to identify unbiasedand valid studies

If your literature review is part of anoriginal research study, read about yourchosen methodology to determine whenyou should review the literature

For some methods, the literature should be

reviewed before, during, or after datacollection

The conceptual frame of reference for thecontemplated research.

An understanding of the status ofresearch in problem area.

Clues to the research approach, method,instrumentation and data analysis.

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From The Literature Review (2009) by Machi and McEvoy

Talk over your ideas with someoneScan academic journalsRead professional blogsLook for Research Agenda on professionalassociation websitesFocus your topic

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Types of sources that can be included:Books, Articles, Abstracts, Reviews,Dissertations and theses, Research reports,Websites, Films, Etc.

Identify the most important / usefuldatabases for your disciplineDevelop an understanding of theacademic terminology for your field ofstudyDetermine time frame

Look for empirical and theoretical literatureInclude primary and secondary sourcesIdentify classic or seminal studiesIdentify important authors who arecontributing to the development of yourtopicUse a system to organize and managematerial

From the very beginningRefWorks or other bibliographic managementsoftware

Determine the information you want togather about your topic by formulatingresearch questions

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Be clear about why you are reading aparticular text.Do you need this information now?Could it be useful later?Or is it interesting, but not relevant?

Reading too much and too widely is awell-known strategy which can serve tounconsciously put off the actual writing ofthe review

Skim through the text in order to decide whetherit merits close attention.This can include:

Checking▪ publication details: How recent is it?▪ references: How many? Are they academic or not?reading the abstract or executive summaryreading the introduction and conclusionlooking only at headings and the first (‘topic’)sentence of each paragraph

This process should take less than five minutes,and can save a great deal of time in the long run.

Key questions to think about while reading include:What is the purpose of the text, and who is itwritten for? (e.g. to report upon a study/to marketa product; written for an academicaudience/popular audience)Does it draw upon theory to explain whathappens in practice?Is the evidence/argument presentedconvincingly? Clearly?How does this text compare with others read onthis topic? Does it refer to those texts? Does it addpoints, or miss points?

If a student reads an academic text withoutmaking notes, both understanding andmemory will be greatly diminished.

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After a student has finished reading and taking noteson a text, the temptation is to move on to the nexttask.However, the next 5-10 minutes can add a furtherdimension to one’s understanding, for the brain ishighly active at this point.It is strongly recommended that a student readthrough their notes immediately.

This allows an opportunity to check the notes makesense, highlight main ideas and add any newthoughts.The ‘integration stage’ is a highly productive one inthe reading process, allowing a student to star t toconnect new knowledge with existing knowledge.

DO NOT BUILD A LIBRARY WRITE WHILE YOU’RECOLLECTINGIt is important to keep control ofthe reading process, and to keepyour research focus in mind.Rudestam and Newton (1992, pp.9) remind us that the aim is to‘Build an argument, not alibrary’.

It is also important to see thewriting stage as part of theresearch process, not somethingthat happens after you havefinished reading the literature.Wellington et al (2005, pp.80)suggest ‘Writing while youcollect and collecting while youwrite.’

Is exhaustive possible?Deciding how wide to cast the net is a critical step inconducting a review. Cooper (1988) proposes fourcoverage scenarios: exhaustive review, exhaustive withselective citation, representative and sample & purposivesample

This step is a planning step – you will develop thesearguments in the next two steps: surveying andcritiquing the literature

“you must build a case for what is known about yourtopic and determine how this knowledge addressesthe research question.” – Machi and McEvoy, 2009

Develop two types of arguments:Argument of discovery – develop findings that present thecurrent state of knowledge about your research interestArgument of advocacy – analyze and critique theknowledge gained from developing the argument ofdiscovery to answer the research question

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Analyze the claims within the literature todevelop your argumentsClaim – the argument’s declaration or assertionEvidence – data that define and support the claimTypes of claims

FactWorthPolicyConceptInterpretation

You must present all sides of a question; yourargument must be balanced

Develops the discovery argument and theadvocacy argumentAnswers the questions:

“What do we know about the subject of our study?”

“Based on what we know, what conclusions can wedraw about the research question?”Critically assess each piece of literature you havegathered to analyze its contentYou need to be:

MethodicalSystematicRigorousConsistent

Stage 1: Skim and ReadSkim first – note topic, structure, generalreasoning, data, and bibliographicalreferencesGo back and skim the prefaced andintroduction, trying to identify main ideascontained in the work Identify key parts of the article or key chaptersin books

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Stage 2: Highlight and Extract Key ElementsTrying to understand historical context andcurrent stateIdentify themes, trends, patternsAlso looking for gaps and anomaliesKey questions to ask of the literature:▪ What are the origins and definitions of the topic?▪ What are the key theories, concepts, and ideas?▪ What are the major debates, arguments, and issues?▪ What are the key questions and problems that have been

addressed to date?▪ Are there any important issues that have been

insufficiently addressed to date?

When analyzing research studies, must alsoidentify some of the key elements that allresearch studies should include:

ProblemPurposeResearch questionsSampleMethodologyKey findingsConclusionsRecommendations

the accepted facts in the areathe popular opinionthe main variablesthe relationship between concepts and variablesshortcomings in the existing findingslimitations in the methods used in the existingfindingsthe relevance of your researchsuggestions for further research in the area.

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Dr. Lili Ann SMM4999 - Literature Review 41

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Final checklistHave I fulfilled the purpose of the literature review?Is it written at a level appropriate to its audience?Are its facts correct?Is all the information included relevant?Are the layout and presentation easy on the eye?Is the language clear, concise and academic?Does the abstract summarise the entire review?Does the introduction adequately introduce the topic?Is the body organised logically?Does the conclusion interpret, analyse and evaluate?Are the recommendations reasonable?Does the table of contents correspond with the actual contents? Are page numberscorrect?Have I acknowledged all sources of information through correct referencing?Have I checked spelling, grammar and punctuation?Have I carefully proof-read the final draft?

Formulate research questions for your LR

Conduct LRMake a LR report (including list of sourcesor references)Email to [email protected] LRreport on or before Monday 12 NN

July 7, Mon Discussion July 9, Wed Quiz July 14, Mon Discussion July 16, Wed Prelim Exam July 21, Mon 1 st Progress Report for

first 4 groups July 23, Wed 1 st Progress Report for

last 4 groups

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Documents

ChE 423 Session 3